Modification History
Release |
Comments |
Release 2 |
Created to fix formatting errors only. Released with CUS09 Music Training Package version 1.2 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to compose simple songs or musical pieces.
Application of the Unit
Songwriters and musicians apply the skills and knowledge described in this unit. The process of composition involves an understanding of musical styles and conventions and how and when to apply these. Alternatively, composers may wish to experiment with adapting styles to create a more original-sounding song or musical piece. Skills associated with developing and applying an understanding of musical styles and genres are covered in:
- CUSMLT202A Apply knowledge of music culture to music making
- CUSMLT301A Apply knowledge of genre to music making.
Skills associated with using computer technology as the primary tool for composing musical pieces appropriate to this level are covered in:
- CUSMCP303A Develop simple musical pieces using electronic media.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable
Employability Skills Information
Not applicable
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Clarify composition requirements |
1.1 In consultation with relevant personnel , identify purpose of composing songs or musical pieces 1.2 Identify musical styles , elements and forms /structures that might suit the purpose of the composition 1.3 Discuss with relevant personnel how approaches that break away from conventional approaches might be applied 1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions 1.5 Agree on format for final presentation of songs or musical pieces |
2. Compose melodies |
2.1 Apply standard melody conventions to compositions as required 2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces 2.3 Align lyrics with the starting points, climaxes and cadence points of a song's melody as required 2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece 2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece 2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece |
3. Finalise compositions |
3.1 Seek feedback on work in progress from relevant personnel and refine compositions accordingly 3.2 Apply copyright notice to the composition 3.3 Present compositions in agreed format |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
The following assessment methods are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Relevant personnel may include: |
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Purpose of composition may be for: |
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Musical styles may include: |
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Musical elements may include: |
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Musical forms /structures may include: |
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Format may be: |
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Standard melody conventions may include: |
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Copyright notice may include: |
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Unit Sector(s)
Performing arts - music composition